Essential Question: Why are symbols important
Essential Question: Why are symbols important? | |
|Reading Standards: |Reading I Can Statements: |
|RI.K.1 With prompting and support, ask and answer questions about key details in |I can ask and answer when and where the text happens. |
|a text. | |
| |I can identify details about an event(s) or idea(s) in a text. |
|RI.K.3 With prompting and support, describe the connection between two | |
|individuals, events, ideas, or pieces of information in a text. | |
| |I can name (point to) the author of a text/article. |
|RI.K.6 With prompting and support, name the author and illustrator of a story and|I can explain what an author does. |
|define the role of each in telling the story. | |
|Writing Standards: |Writing I Can Statements: |
|W.K.7 Participate in shared research and writing projects (e.g., explore a number| |
|of books by a favorite author and express opinions about them). |I can work with my peers to look for information about a topic. |
|Foundational Skills Standards: |Foundational I Can Statements: |
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|RF.K.1 Demonstrate understanding of the organization and basic features of print.| |
|1d Recognize and name all upper-and lowercase letters of the alphabet. |I can combine letters to make words. |
| |I can use words to make sentences. |
|RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds | |
|(phonemes) | |
|2c Blend and segment onsets and rimes of single-syllable spoken words. | |
| |I can blend and segment sounds in a one syllable word. |
|RF.K.4 Read emergent-reader texts with purpose and understanding. | |
| | |
|Reading Foundational Skills Learning Objectives: |I can read a story on my level to learn something about a new topic. |
|Increase fluency in naming randomly ordered upper-and lowercase letters to | |
|benchmark level. (RF.K.1d) | |
| | |
|After previewing, read simple, decodable tests with words and sound-symbols | |
|correspondences that have been taught. (RF.K.4) | |
|Language Standards: |Language I Can Statements: |
| | |
|L.K.1 Demonstrate command of the conventions of standard English grammar and | |
|usage when writing or speaking. | |
|1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, | |
|off, for, of, by, with). |I can use prepositions correctly when I write or speak. |
|1f Produce and expand complete sentences in shared language activities | |
| |I can build a complete sentence when writing. |
| | |
|Speaking and Listening Standard: |Speaking and Listening I Can Statements: |
|SL.K.4 Describe familiar people, places, things, and events and, with prompting |I can describe and tell about things that happened in my life, such as: holidays,|
|and support, provide additional detail |summer vacations, birthdays, etc. |
|Academic Vocabulary: |Sight Words: |
|Preposition Informative Texts Country |Use a few high frequency reading words based on assessments of students. (The |
| |high frequency words can be found on the district website.) |
| | |
|Spelling Words: |
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|Pattern: _____________ Add a few high frequency writing words based on assessment of students. |
|(The high frequency writing words can be found on the district website.) |
|Comprehension Strategies: |
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|Formative Assessments: |
|Oral Questioning |
|Think-Pair-Share |
|Observation & Checklist |
|Rubric |
|Written Assessment |
|Graphic Organizers |
|Visual Displays |
|Exit Slips |
|Running Records |
|Read-Write-Pair-Share |
|Instructional Strategies: |
|Balanced Literacy |
|Comprehension Strategies |
|Direct Instruction |
|Modeling, Shared, Guided, and Independent Practice |
|Anchor Charts |
|Guided Reading |
|Buddy Reading |
|Writer’s Workshop |
|Reader’s Workshop |
|Think-Pair-Share |
|Word Work |
|Literacy Centers |
|Morning Message |
|Graphic Organizers |
|5 Essential Components of Reading |
|Read Aloud Text(s): |
|See “Suggested Works” for examples of texts to be used in this unit. |
|Shared Reading Text(s): |
|See “Suggested Works” for examples of texts to be used in this unit. |
|Other Text(s): |
|See “Suggested Works” for examples of texts to be used in this unit. |
|Art : |
|See “Suggested Works” for examples of art to be used in this unit. |
|Music: |
|See “Suggested Works” for examples of music to be used in this unit. |
|Multimedia: |
|See “Suggested Works” for examples of multimedia to be used in this unit. |
|Math: |
|Science: |
|See Mississippi Frameworks |
|Social Studies: |
|See Mississippi Frameworks |
|Notes: |
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|Learning Tasks: |
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|Word Bank |
|Create a word bank to collect new words from this unit. These words can be used in discussions and in journal writing to reinforce their proper use. Use the word |
|bank to review making nouns plural, phonics rules already learned, etc. Maintain the word bank throughout the unit. Refer to it in shared writings for spellings |
|and to model for students to use it. Refer students to it when writing or speaking. (W.K.7, L.K.1b,c, L.K.6) |
| |
|Read Aloud |
|Read a book about Washington D.C. tell students to listen carefully for information describing Washington D.C. After reading, together create a brief written |
|description of Washington D.C. Leave this posted for the next day. Students could illustrate a picture to describe Washington D.C. after this lesson and write a |
|sentence about it. |
|(Following this, continue with the next activity the next day.) |
| |
|Ask students to think of a place they have been or like to go. (You may want to have parents send in a picture of somewhere ahead of time.) Select a place |
|yourself and model telling the place and a little to describe. (For example: The mountains have snow. It is cold at the mountains.) Emphasize that you are |
|describing the place, not telling a story about a trip. (RI.K.1, SL.K.4) |
| |
|Positional Word Hunt (Prepositions) |
|Read Bears in the Night to introduce prepositions. After reading, guide students back through the text to “hunt” for preposition words. Create a list of |
|prepositions as you do. Add others to the list as well. Be sure to include those that are not positional words also like to, from, of, for, with. Practice using|
|them in sentences orally. Decide on a nonverbal signal like two hands in the air for students to use whenever they hear a preposition or see one during a certain |
|time of the day. Include prepositions in the morning message this week and have students highlight them when you discuss it. See if they find them in text during|
|guided reading groups. (L.K.1e ) |
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|Reading (Informative Text) Gathering Information |
|Create a KWL chart for American symbols and holidays to set the stage for asking questions, answering questions, and gathering information under main topics (see |
|Additional Resources for a KWL chart sample). Teachers may need to model the questioning until the students begin to generate research questions on their own. As |
|the class reads an informational book (e.g., The Liberty Bell, by Lloyd G. Douglas), gather information about the main topic, noting elements of informational |
|text, such as photographs or text boxes. Remind the students of the importance of also studying illustrations for information. Add the information to the KWL |
|chart. Look for connections between ideas as you add information to the charts. Use sticky notes or whiteboards for students to fully participate in adding |
|information to the charts. |
|(RI.K.1, RI.K.2, RI.K.3, RI.K.7, RI.K.8) |
| |
|Writing /Informative |
|Choose one of the symbols or holidays on your KWL chart and write a complete sentence or two about it. Be sure to use the information on your chart as you write. |
|Illustrate your ideas before you are finished. (W.K.2, W.K.8, SL.K.5, L.K.1a, L.K.2d) |
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|Kirkland Unpacking |
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|See Activities in Kirkland Unpacking pages 29-30 (RI.K.1) |
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|See Activities in Kirkland Unpacking pages 34-35 (RI.K.3) |
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|See Activities in Kirkland Unpacking pages 41-42 (RI.K.6) |
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|See Activities in Kirkland Unpacking page 87 (W.K.7) |
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|See Activities in Kirkland Unpacking pages 51-52 (RF.K.1) |
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|See Activities in Kirkland Unpacking pages 55-57 (RF.K.2) |
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|See Activities in Kirkland Unpacking pages 65-67 (RF.K.4) |
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|See Activities in Kirkland Unpacking pages 110-112 (L.K.1) |
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|See Activities in Kirkland Unpacking pages 101-104 (S.L.K.4) |
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